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Standardized students: The Problems with Writing for Tests Instead of People

Publication Date: 2005-11-02

The author raises interesting questions about training students to game the system, and his remarks about computer-graded tests raise a fascinating/disturbing/important question: Who's the audience? What is the point of writing for a computer? One can easily extend this and ask, What is the point of going to school at all when your teacher has become nothing more than a delivery agent for a standardized curriculum designed to game the system?

from Journal of Adolescent & Adult Literacy 49: October 2005
pp. 152-158

Bronwyn T.Williams teaches at the University of Louisville in Kentucky. He is editor of the Literacy and Identity Department.

I?m not usually a huge fan of bumper stickers, even
the ones I agree with, because of the way they
shout out simplistic positions on complex issues.
I still remember, though, when I saw the one that
read ?Standardized Testing Produces
Standardized Students.? I smiled and nodded my
head a bit in agreement. Simplistic as that phrase
may be, over the years it comes back to me when I
am involved in conversations about testing that
seem bound in reductive and simplistic arguments
about standards, rigor, and accountability.
I don?t use the phrase because I don?t think using
a bumper-sticker argument I agree with makes it
superior to my opponents? bumper-sticker arguments.
But I do try my best to nudge arguments
about testing toward a more complex consideration
of the myriad implications of the concept of

Some levels of standardization I rely on. I
take great comfort that there are identifiable standards
for inspecting elevators, for example. I also
appreciate that most medical doctors go through
some kind of standard training in human anatomy.
And I believe that we teachers have a responsibility
to assess whether students are learning the concepts,
ideas, and ways of thinking that we believe
are important and also to hold ourselves and our
pedagogies accountable if we are failing to reach
most of our students.

Like many of my colleagues, however, I am
not convinced that literacy assessment is best
achieved through standardized tests given to huge
groups of students in high-stakes situations.
More and more, it seems as if the point of literacy
education?of all education?is becoming standardized
assessment and rankings rather than
learning. Standardized assessment differs from
assessment that attempts to determine whether
students are learning what we are trying to teach.
No one I know is against the latter.What recent
trends in standardized assessment emphasize,
however, is not learning but the comparison and
ranking of failure. Incessant testing regimes, such
as the infamous No Child Left Behind (2002) law
in the United States (known ruefully among
many teachers as No Teacher Left Standing), focus
on broad comparisons of students, with little
regard to their differences, and severe punishments
for schools and teachers who fail to meet
the ?standards.?As long as students meet the
standards, what they may actually be learning
seems to be beside the point.

The fervor for this kind of standardized
testing reinforces the kind of ranking games that
are a particular enthusiasm of Americans and are
certainly not unknown in other countries.We?re
willing and eager to rank anything?from the 100
greatest movies to the 250 best cities in which to
raise children. Never mind that the criteria for
such rankings are hazy at best; if we can?t put a
number on it and rank it, then what good is it?
Numbers seem scientific and technological. So we
test and test and test, oblivious or resistant to the
possibility that standardized literacy testing often
produces numbers with about as much utility or
connection to reality as ranking songs on the old
American Bandstand television program. ?It
sounds good, has a good beat, and I can dance to
it. I give it an 87.?

Testing as punishment
My concerns about the increasingly pervasive reliance
on standardized testing in literacy education
are about more than questionable methods
of assessment and measurement, however. I am
also deeply troubled about the implications for issues
of literacy and identity.What effect does the
unrelenting emphasis on standardized literacy
testing have on students? perception of the purposes
and possibilities of literacy? By extension,
what effect does such testing have on their perception
of the possibilities for themselves as readers
and writers?

Many concerns about identity and standardized
testing have been framed in terms of
race and social class and have been well documented
and well argued by others (McNeil, 2000;
Murphy, 1997; Ohanian, 1999; Orfield &
Kornhaber, 2001). These teachers and researchers
have argued that standardized testing works not
from a set of objective standards somehow as
constant as the North Star but from a set of cultural
conceptions about literacy that are neither
objective nor static. Students whose race or social
class is not part of the dominant culture often
face more complex challenges in meeting the
standards of that dominant culture.Much of the
impulse behind standardized tests and their illusion
of objectivity seems to be a drive to punish,
ridicule, and marginalize those who already feel
punished, ridiculed, and marginalized by the institutions
of education. At the same time the
standardized tests from the dominant culture reassure
its members about the quality of their educational
institutions as well as their children.
Using literacy tests to reinforce dominant privileges
and exclude others is nothing new; all we
have to do is remember the literacy tests used to
reject immigrants to the United States or to keep
African Americans off U.S. voting rolls in the last
century. The standardized testing movement today
is just better able to cloak such motives within
the rationale of ?not leaving children behind.?

I do have another concern about these
methods of literacy assessment in terms of student
identity.Most teachers have stories of bright
students who ?don?t test well.? I?ve seen such students
at every level, from middle school to university,
and all of them could do innovative,
creative, fascinating work on a project or a paper.
But for reasons stretching from learning disabilities
to personality traits and cognitive ways of
processing and communicating information, they
could not score well on timed, standardized tests.
Nevertheless, there are students who blossom in
such test-taking situations?students who understand
the rhetorical demands and structures of
standardized exams, and whose minds organize
and recall certain kinds of information quickly
and efficiently.

I see one of each kind of student when I
look at my twin adolescent sons, who were born
just 15 minutes apart and raised in the same circumstances.
One son excels at taking standardized
tests of all kinds by understanding the
rhetorical structure of the questions and the institutional
demands of the exam. The other, though
in some ways a more powerful writer and just as
strong a student in school, has always found standardized
tests rigid and bewildering. If all I knew
about them were the results of their annual
standardized tests, I would no doubt rejoice in
how the school system was succeeding to educate
one while worrying over its failure to reach the
other. Their wildly divergent test scores tell me
nothing about their abilities and nothing about
the quality of teaching they receive.

Yet U.S. culture clings to standardized literacy
tests as a means of providing meaningful information
about students, teachers, and schools because
such tests offer the illusion of scientific
rigor (as well as those all-important quantifiable
numbers) to an endeavor that ultimately can?t be
measured in a lab and for which numbers are
meaningless. This infuriating numbers game allows
politicians and media pundits to make facile
judgments, and cynical proclamations, about education
that they turn into a relentless cycle of
testing, criticism, and punishment. From the administrators
to the teachers and students, testing
drives the curriculum, and the curriculum shapes
student identities in terms of literacy practices.

Writing as a human endeavor
Standardized testing, to be standardized,must
create questions and answers that leave no room
for interpretation. Such rigid questions and answers
remove the importance of context from literacy
practices and allow for no independent
meaning making from students. Yet it is in that
moment when an individual makes meaning in
writing and reading in a specific cultural context
that identity and literacy come together.When
literacy education becomes more about standardized
assessment, it becomes less about writing
and reading by individuals who make meaning
and have something to say. In the drive to assess
and quantify, what is forgotten is why we want
students to read and write in the first place.
Reading and writing is about communicating
with other human beings?about being part of a
society and its ongoing conversations. I think
most literacy teachers dream that students, once
their days of school are over, will be inspired and
educated to read and write about what matters to
them. That is the kind of literate identity we want
for our students.

However, the increasing pressure of standardized
testing disconnects literacy education from human
concerns. Students face writing prompts and
reading tests that have no connection to their lives,
communities, or interests. The tests are created and
then read by disconnected, uninvested, anonymous
readers?and now perhaps even computers.
Literacy practices become less about communicating
with people and more about communicating
with a faceless system or a machine.What students,
like administrators and teachers, learn from this
system is that only the numbers matter, not the
meaning or the communication.

Students and teachers have also learned
that, like any system, standardized tests can be
?gamed.?When work is written only to be assessed
rather than to communicate ideas, the activity
becomes more about ensuring that certain
qualities are present (e.g., the use of examples, the
complexity of sentences, transition devices, vocabulary)
regardless of the overall effect of the
piece of writing. In the United States, one example
of such an activity is the brief writing section
recently added to the Scholastic Aptitude Test
(SAT)?the test taken by thousands of universitybound
students that is supposed to indicate their
abilities to succeed in higher education. Using a
25-minute writing sample to determine a student?s
ability to write the kind of extended critical
prose required in university is like using a person?s
ability to back a car down a driveway to determine
whether the driver can make it through
rush-hour traffic. The writing samples on the
SAT are apparently scored on such generalizable
characteristics of writing as smooth transitions
and varied sentences rather than on content or
overall effect (Klein, 2005).

So let?s say specific examples are highly
prized, particularly those that are not about personal
experiences. Now, it doesn?t matter if the
specific examples are made up, as long as they are
specific, and so pretty soon we?ll find students
sprinkling their essays with impressively ?specific?
examples.What the students will know, and what
we as teachers will have to admit, is that writing
as a means of communicating ideas does not
matter in this situation; it?s racking up the right
number of smooth transitions and specific examples
that does. It is difficult to imagine such a situation
creating the conditions to inspire students
to think of themselves as writers and readers and
to engage in writing with any sense of ownership
or passion.

Gaming the testing machines
Even more troubling is the recent trend toward
evaluating student writing through computer
software. No longer is the student writing for any
person, even an anonymous person; instead it is
writing done to be judged by a series of algorithms
that look for quantifiable characteristics
such as transitional phrases and complex syntax.
But any of these programs can be easily ?fooled.?
Give one an essay that is gibberish but includes
the proper characteristics of syntax and vocabulary,
and you receive high marks.

In fact, computer assessment software can be
gamed by other computer software.Hesse (2005)
pointed this out in a recent presentation. First he
used the online Essay Generator (www.Essay
Generator.com) to create an essay. If you?ve never
used this website, it is great fun.You enter any
word or phrase and are immediately rewarded
with an essay on that topic with complete sentences;
sections on social, economic, and political
factors; and even important-looking citations and
a graph. But reading the essay more closely reveals
its delightful ridiculousness. For example, I just
entered the phrase ?standardized testing? and
received an essay with the following opening

The issues involving standardized testing has been a
popular topic amongst scholars for many years. In
depth analysis of standardized testing can be an enriching
experience. Though standardized testing is a
favourite topic of discussion amongst monarchs,
presidents and dictators, there are just not enough
blues songs written about standardized testing.

The essay continues with complex and syntactically
correct sentences that make little or no
sense at all. Hesse (2005) took his randomly generated
essay, full of similar nonsense, and then
submitted it to ?intelligent? essay assessing software
and received a report that praised the high
quality of the writing, including the mature command
of language and the effective use of examples
and transitional devices. I replicated Hesse?s
experiment with similar results (and it?s worth
trying yourself if you want to be simultaneously
amused and horrified). Perhaps this is the wave of
the future:We can have computers write essays to
be read and evaluated by other computers and
leave students out of the process altogether.

Even so, the important concern in the use of
computer assessment, as well as standardized testing,
is not whether such systems can be fooled.
Those advocating the development of such software
maintain that someday computer software
may be able to read student essays for content as
well as for syntactic characteristics. They may be
right. But the sophistication of the software is not
the point. The more disturbing question is about
what writing becomes when it is produced to be
read and evaluated by a computer. What is the
point of writing for a computer? Will there be
writers who will care as deeply about what a computer
thinks about their writing in the way that
they care about pleasing a human audience? Will
anyone take writing for a computer seriously?
Students may care whether they pass a test, but
what will they learn about literacy and identity
when there is no human connection to what they

I?m a die-hard humanist on this issue.
Writing and reading are about touching the mind
of another person, whether in a proposal, a poem,
or a polemic.When advocates of computer software
or standardized testing argue that their systems
will be more objective, it is an argument that
again strikes me as beside the point.Writing for
other human beings?even when they are
teachers?is by nature subjective. Everything
about writing depends on context, culture, and
the occasional unpredictability of human response.
Such is the challenge and joy of writing,
along with its intermittent frustration. Even as I
write this column, thinking I have some sense of
my audience and the context of this journal, I
know that I cannot predict all the possible responses.
I can?t think of a writer who doesn?t
know in her or his bones that writing will always
be responded to and judged subjectively.Yet standardized
literacy testing and evaluation would
have us pretend to students and their parents that
such subjective responses can be overcome with
scientific methods and better technology, and that
such methods can generate a set of numbers that
are meaningful about the quality of that writing.
And we forget that even standardized test readers
and computer software programmers are people
with their own biases and preferences.We do
these same students a significant disservice by acquiescing
to this pretense of objectivity and by not
talking to them about how real humans in real
contexts read and how best we can try to identify
and respond to such real people and situations.

In conversations with students about how
real audiences in real situations respond to writing
is where meaningful assessment can happen.
If I want to know if students are learning to write,
I first want to see those students write about subjects
that matter to them for an interested audience
and reflect on the reasons for their writing
choices. Once students get a real response from
an audience, I want them to reflect again on that
response and what it might teach them about
what they wrote and why. I always talk with students
about assessment and how their work could
be assessed. Then I discuss my choices during assessment
and how I evaluate both their writing
and their reflections on it. I?m not against assessing
writing. I tell students that every piece of
writing read by another person is assessed in
some way, even if only in the reader?s choice to
read all the way to the end. I?m just against thinking
that we can assess writing through some
pseudoscientific, technology-driven, one-size-fitsall,
a-contextual test.

Making a difference with
human response

Sommers and Saltz (2004), in their longitudinal
study of more than 400 university student writers,
found that the students who made the most
progress in terms of writing shared two characteristics.
First, these students, even if they began
their university careers as relatively weak writers,
were the ones who brought ideas and issues that
mattered to them to their choice of courses and
their responses to assignments. Equally important
for these students was the ability to see writing
assignments as something more than just fulfilling
a requirement for a grade:

When students begin to see writing as a transaction,
an exchange in which they can ?get and give,? they begin
to see a larger purpose for their writing. They have
their first glimmerings of audience; they begin to understand
that they are writing for flesh-and-blood human
beings, readers who want them to bring their
interests into a course, not simply teachers who are
poised with red pens ready to evaluate what they don?t
know. (p. 139)

In addition, Sommers (2005) found that the
responses from teachers that resulted in the most
substantial improvement in student writers took
the work and the ideas of the writers seriously and,
along with constructive criticism, provided comments
and questions that pointed the students toward
what they might improve in future pieces of
writing.Writing for a real audience about ideas that
engage individual interests and intellects and having
that audience provide thoughtful individualized
responses not only helps students become better
writers, it also helps them create their identities as
writers. Such an approach to writing is the antithesis
of standardized testing.

Of course, the sad fact is that there are people
in and out of education who are not
concerned about whether writing with passion
for real readers will inspire students and help
them develop identities as confident writers. This
camp wants to ensure that students attain a functional
literacy that makes them productive in the
workplace?in clerical and service industry jobs.
As I?ve argued before in this column, the way literacy
instruction is conceived and enacted is often
connected to issues of social class, and it?s the
same with standardized tests as well. One benefit
of standardized testing as assessment is that it is
much cheaper than the kind of individualized assessment
I advocated earlier. Affluent students
will be taught to ?game? the standardized testing
system. But these same students will also have
abundant opportunities in small classes in elite
schools to write for real readers and to read for
meaning, pleasure, and enrichment. By contrast,
it is working class and poor students, for whom
pleasure and the construction of literate identities
is deemed unimportant, who will encounter a
curriculum driven by the fear of standardized
testing. The administrators and teachers of those
students, facing large classes, few resources, and
the threat of punishments over low scores, will be
forced to create a curriculum in which students
will be taught to write only for the anonymous
readers and machines that evaluate such tests.
Certainly that will be cheaper than providing the
resources and trust in poorer schools that would
allow teachers to face the same class sizes and use
the same approaches for teaching writing that affluent
schools enjoy. But students from poorer
schools will encounter fewer and fewer opportunities
to think of themselves as writers communicating
their interests and passions for real readers.

What is to be done?
Many teachers, even when facing the pressure of
standardized testing, continue to design assignments
that fulfill the needs of assessment while
providing students with places to do writing and
reading that matters. And systems of assessment
that are not bound up in concerns about time
and technology, such as writing portfolios, can
provide responsible assessment that is valuable
for students, teachers, and institutions. However,
writing portfolios can become as rigid and impersonal
as any approach to assessment if the focus
of the writing becomes the assessment itself
rather than the communication of ideas.

The pressure toward standardized testing is
such that more must be done than just designing
good pedagogy around the margins of a testdriven
curriculum. It is time for individual teachers
at every level to take back the debate about
assessment from the people who say the only
valid evaluation of writing is timed, standardized,
and faceless. It is time to take back the debate that
maintains that only assessment that results in
quantifiable numbers is valid. Engaging in this
debate does not happen on a grand stage, it happens
as a persistent, continuing conversation with
the people in our communities. It is the responsibility
of teachers to keep explaining to students,
parents, administrators, neighbors, and newspaper
editors that writing and reading that matters
for real audiences is what creates literate citizens.
It is the responsibility of teachers to explain how
such writing can be assessed, that such instruction
can be responsible and accountable, but that
assessment and instruction happen differently in
literacy education than in other fields. Finally, it is
the responsibility of teachers not only to keep
talking about what the best practices and outcomes
for student literacy education should be
but also to publicize our successes.

Reading and writing matter, and we teachers
care deeply about them. If we want students to
think of themselves as readers and writers, then
those activities have to matter to students beyond
learning how to game the test to avoid being punished.
It is time we reclaimed the idea that having
standards does not necessarily mean accepting or
aspiring to standardization.

Hesse, D. (2005, March). Who owns writing? Keynote address
at the Conference on College Composition and
Communication, San Francisco, CA.
Klein, K. (2005, April 3). How I gamed the SAT. The Los
Angeles Times, p. A20.
McNeil, L. (2000). Contradictions of reform: Educational costs
of standardized testing. London: Routledge.
Murphy, S. (1997). Literacy assessment and the politics of
identities. Reading and Writing Quarterly, 13, 261?278.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115
Stat. 1425 (2002).
Ohanian, S. (1999). One size fits few: The folly of educational
standards. Portsmouth, NH: Heinemann.
Orfield, G., & Kornhaber, M.L. (2001). Raising standards or
raising barriers? Inequality and high-stakes testing in public
education. New York: Century Foundation Press.
Sommers, N. (2005, March). Across the drafts: Responding to
writing, a longitudinal perspective. Paper presented at the
Conference on College Composition and
Communication, San Francisco, CA.
Sommers, N., & Saltz, L. (2004). The novice as expert:
Writing the freshman year. College Composition and
Communication, 56, 124?149.

The department editor welcomes reader comments on this column. E-mail bronwyn.williams@Louisville.edu. Mail Bronwyn T. Williams,
University of Louisville, Department of English, Humanities Building, Louisville, KY 40292, USA.

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